Ortaokul Öğrencilerinin Sosyal Bilgiler Odaklı Epistemolojik İnançları, Öğrenme Yaklaşımları, Akademik Risk Alma Davranışları ve Ders Başarıları Arasındaki İlişkiler: Bir Yapısal Eşitlik Modellemesi

Abstract

Bu araştırmada ortaokul öğrencilerinin sosyal bilgiler odaklı epistemolojik inançları, öğrenme yaklaşımları, akademik risk alma davranışları ve akademik başarıları arasındaki yordayıcı ve açıklayıcı ilişkileri, öne sürülen model üzerinde ortaya koymak amaçlanmıştır. Çok faktörlü karmaşık yordayıcı korelasyonel desenin kullanıldığı araştırmanın örneklemini 2017-2018 eğitim-öğretim yılında Manisa ili Yunusemre ilçesindeki devlet ortaokullarından basit seçkisiz örnekleme yoluyla seçilmiş 494 öğrenci oluşturmaktadır. Öğrencilerin epistemolojik inançlarının belirlenmesinde “Ortaokul Öğrencileri Epistemolojik İnanç Ölçeği”, öğrenme yaklaşımlarının belirlenmesinde “Sosyal Bilgiler Öğrenme Yaklaşımları Ölçeği”, akademik risk alma davranışlarının belirlenmesinde “Sosyal Bilgiler Odaklı Akademik Risk Alma Ölçeği” ve sosyal bilgiler ders başarılarının belirlenmesinde ise yazılı sınav notları kullanılmıştır. Öne sürülen modelin test edilmesinde yapısal eşitlik modellemesinden yararlanılmıştır. Bulgular; ortaokul öğrencilerinin sosyal bilgiler odaklı epistemolojik inançlarının öğrenme yaklaşımlarını, akademik risk alma davranışlarını ve akademik başarılarını anlamlı bir şekilde yordadığını ortaya koymuştur. Sosyal bilgiler öğrenme yaklaşımları akademik risk alma davranışlarını anlamlı bir şekilde yordamıştır. Öğrenme yaklaşımları ve akademik risk alma davranışları sosyal bilgiler akademik başarılarını anlamlı bir şekilde kısmen yordamıştır. Araştırma sonuçları ilgili değişkenlerin sosyal bilgiler ders başarısı üzerinde doğrudan ve dolaylı bir etkiye sahip olduklarını göstermiştir.

Keywords

• Sosyal bilgiler
• ortaokul öğrencileri
• epistemolojik inançlar
• öğrenme yaklaşımları
• akademik risk alma davranışları
• yapısal eşitlik modellemesi
• yordayıcı korelasyonel desen

The Relationships amongst Middle School Students’ Social Studies-Oriented Epistemological Beliefs, Learning Approaches, Academic Risk-Taking Behaviors and Their Course Success: A Structural Equation Modeling

Abstract

Within this research, it is aimed to reveal the predictive and explanatory relationships among the middle school students’ social studies–focused epistemological beliefs, learning approaches, academic-risk taking behaviors and their course success on the suggested model. 494 students chosen from the public middle schools in Yunusemre district of the city of Manisa in 2017-2018 academic year through simple random sampling constitute the sampling of the research in which the multi-factor complex predictive correlational pattern has been used. While determining, the students’ epistemological beliefs “Middle School Students’ Epistemological Belief Inventory”; determining the learning approaches, “Social Studies Learning Conceptions Scale”, determining the academic risk taking behaviors, “Social Studies-Oriented Academic Risk-Taking Scale’’ and while determining the social studies course, success written exam marks were used. The structural equation modeling was used to test the suggested model. The findings have indicated that middle school students’ social studies-focused epistemological beliefs meaningfully predict the learning approaches, academic risk-taking behaviors and their academic success. Social studies learning approaches have meaningfully predicted their academic risk-taking behaviors. Learning approaches and academic risk-taking behaviors have meaningfully but partially predicted social studies academic success. The results of the research shows that the relevant variables have a direct and indirect influence on social studies course success.

Keywords

• Social studies
• middle school students
• epistemological beliefs
• learning approaches
• academic risk taking
• structural equation modeling
• predictor correlation model

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